Pedagogy in practice: questioning personal tutoring

Willocks, Katie, Browning, Ruth and Stuart, Kaz ORCID: https://orcid.org/0000-0002-7952-5779 (2018) Pedagogy in practice: questioning personal tutoring. In: Learning & Teaching Fest 2018, 6 June 2018, University of Cumbria, Lancaster, UK. (Unpublished)

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Abstract

Initial questions:
What does personal tutoring look like in the Departments of Business, Law, Policing and Social Sciences (BLPSS) and Health, Psychology and Social Studies (HPSS) at the University of Cumbria?
How do lecturers use personal tutoring?
Does personal tutoring support employability?
How is personal tutoring arranged and practiced?
What issues are there in personal tutoring?
Does practice reflect policy?

Method:
Action research in that we aim to improve practice at UoC
Semi structured interviews with 15 staff
IRF funds for transcription – 200 pages of data
Initial inductive thematic analysis
Secondary analysis using activity theory deductively
Tertiary analysis to draw out assessment relevant data
Comparison to key literature

Key messages from the literature:
The personal tutor role is multifaceted (Small, 2013)
Personal tutors are required to perform the roles of exemplar, motivator, counsellor and mentor (Harris et al, 2000)
Personal tutoring can be therapeutic in nature, providing a safe setting where students can express concerns authentically (Warne and McAndrew, 2008)
Personal tutors are seen as an essential element of academic support (Quality Assurance agency for Higher Education, 2014)
There is a lack of up to date research into both academic staff and students views about personal tutoring processes.

Item Type:	Conference or Workshop Item (Workshop)
Departments:	Academic Departments > Business, Law, Policing & Social Sciences (BLPSS) > Business Academic Departments > Health, Psychology & Social Studies (HPSS) > Children, Youth, Families and Community Work
Depositing User:	Anna Lupton
Date Deposited:	05 Oct 2018 11:49
Last Modified:	12 Jan 2024 20:02
URI:	https://insight.cumbria.ac.uk/id/eprint/4130

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